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10
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10AAA
ESSENTIAL
ESSENTIAL
ESSENTIAL
MATHEMATICS
MATHEMATICS
MATHEMATICS FOR
FORTHE
THEAUSTRALIAN
AUSTRALIANCURRICULUM
CURRICULUM
FOR THE AUSTRALIANTHIRD
CURRICULUM
THIRDEDITION
EDITION
THIRD EDITION
DAVID
DAVID GREENWOOD
GREENWOOD
SARA
DAVID WOOLLEY
SARAGREENWOOD
WOOLLEY
JENNY
SARA JENNY GOODMAN
GOODMAN
WOOLLEY
JENNIFER
JENNYJENNIFER VAUGHAN
GOODMAN VAUGHAN
STUART PALMER
STUART VAUGHAN
JENNIFER PALMER
Essential Mathematics for the ISBN 978-1-108-77346-1 © Greenwood et al. 2020 Cambridge University Press
STUART
Australian Curriculum PALMER
Year 10 & 10A 3ed Photocopying is restricted under law and this material must not be transferred to another party.
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First Edition © David Greenwood, Sara Woolley, Jenny Goodman, Jennifer Vaughan, GT Installations, Georgia Sotiriou
and Voula Sotiriou 2011
Second and Third Edition © David Greenwood, Sara Woolley, Jenny Goodman and Jennifer Vaughan 2015, 2020
This publication is in copyright. Subject to statutory exception
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iii
Contents
About the authors viii
Introduction and guide to this resource ix
Acknowledgementsxv
Working with unfamiliar problems xvi
1 Linear relations 2 Number and Algebra
1A Review of algebra CONSOLIDATING 4

Patterns and algebra
1B Multiplying and dividing algebraic fractions 11
Linear and non-linear
1C Adding and subtracting algebraic fractions 16 relationships
1D Solving linear equations 21
1E Linear inequalities 29
1F Graphing straight lines CONSOLIDATING 34
1G Finding an equation of a line 44
Progress quiz51
1H Length and midpoint of a line segment 52
1I Perpendicular and parallel lines 57
Applications and problem-solving63
1J Simultaneous equations using substitution 65
1K Simultaneous equations using elimination 71
1L Further applications of simultaneous equations 75
1M Half planes EXTENDING 79
Modelling 88
Investigation 89
Problems and challenges90
Chapter summary and checklist91
Review questions94
2 Geometry100 Measurement and

Geometry
2A Review of geometry CONSOLIDATING 102
2B Congruent triangles 111 Geometric reasoning
2C Investigating parallelograms using congruence 118
2D Similar figures CONSOLIDATING 124
2E Proving and applying similar triangles 129
Progress quiz137
2F Circles and chord properties 10A 139
2G Angle properties of circles: Theorems 1 and 2 10A 147
2H Angle properties of circles: Theorems 3 and 4 10A 156
2I Tangents to a circle EXTENDING 164
2J Intersecting chords, secants and tangents EXTENDING 171
Modelling 176
iv Contents
Investigation 177
Review questions183
3 Indices and surds 188 Number and Algebra
3A Irrational numbers including surds 10A 190

3B Adding and subtracting surds 10A 197
Money and financial
3C Multiplying and dividing surds 10A 201 mathematics
3D Rationalising the denominator 10A 207 Real numbers
3E Review of index laws CONSOLIDATING 212 Linear and non-linear
3F Negative indices 218 relationships
Progress quiz224
3G Scientific notation CONSOLIDATING 225
3H Rational indices 10A 229
3I Exponential equations 10A 235
3J Graphs of exponentials 239
Applications and problem-solving 245
3K Exponential growth and decay 247
3L Compound interest 253
3M Comparing simple and compound interest 258
Modelling 262
Investigation 263
Review questions268
4 Trigonometry272 Measurement and

Geometry
4A Trigonometric ratios 274
4B Finding unknown angles 281 Pythagoras and
4C Applications using angles of elevation and depression 288 trigonometry
4D Bearings293
4E Applications in three dimensions 10A 300
4F The sine rule 10A 306
Progress quiz312
4G The cosine rule 10A 314
4H Area of a triangle 10A 321
4I The unit circle 10A 326
4J Graphs of trigonometric functions 10A 334
Modelling 345
Investigation 346
Contents v

Review questions351
5 Quadratic expressions and equations 356 Number and Algebra
5A Expanding expressions CONSOLIDATING358

5B Factorising expressions 364
5C Factorising monic quadratic trinomials 371 relationships
5D Factorising non-monic quadratic trinomials 10A376
5E Factorising by completing the square 380
Progress quiz385
5F Solving quadratic equations using factorisation 386
5G Applications of quadratics 393
5H Solving quadratic equations by completing the square 399
5I Solving quadratic equations using the quadratic formula 403
Modelling 409
Investigation 410
Review questions414
Semester review 1 418
6 Measurement428 Measurement and

Geometry
6A Review of length CONSOLIDATING 430
6B Pythagoras’ theorem 437 Using units of
6C Review of area CONSOLIDATING 445 measurement
6D Surface area of prisms and cylinders 453 Pythagoras and
trigonometry
6E Surface area of pyramids and cones 10A 460
Progress quiz466
6F Volume of prisms and cylinders 468
6G Volume of pyramids and cones 10A 475
6H Surface area and volume of spheres 10A 481
6I Limits of accuracy EXTENDING 490
Modelling 495
Investigation 496
Review questions501
vi Contents
7 Parabolas and other graphs 506 Number and Algebra
7A Exploring parabolas 508 Patterns and algebra

7B Sketching parabolas using transformations 517 Linear and non-linear
7C Sketching parabolas using factorisation 526 relationships
7D Sketching parabolas by completing the square 533
7E Sketching parabolas using the quadratic formula 539
7F Applications of parabolas 545
Progress quiz550
7G Intersection of lines and parabolas 10A 551
7H Graphs of circles 562
7I Graphs of hyperbolas 10A570
7J Further transformations of graphs 10A 577
Modelling 583
Investigation 584
Review questions589
8 Probability592 Statistics and

Probability
8A Review of probability CONSOLIDATING594
8B Unions and intersections 600 Chance
8C The addition rule 609
8D Conditional probability 614
Progress quiz620
8E Two-step experiments using tables 621
8F Using tree diagrams 628
8G Independent events 639
Modelling 644
Investigation 645
Review questions650
9 Statistics654 Statistics and

Probability
9A Collecting and using data 656
9B Review of statistical graphs CONSOLIDATING662 Data representation
9C Summary statistics 672 and interpretation
9D Box plots 678
9E Standard deviation 10A686
Progress quiz693
9F Time-series data 694
Contents vii
9G Bivariate data and scatter plots 700

9H Line of best fit by eye 711
9I Linear regression using technology 10A719
Modelling 726
Investigation 727
Review questions732
10 Logarithms and polynomials 736 Number and Algebra
10A Introducing logarithms 10A738

Real numbers
10B Laws of logarithms 10A743
10C Solving exponential equations using logarithms 10A748
10D Introducing polynomials 10A752 relationships
10E Expanding and simplifying polynomials 10A759
Progress quiz763
10F Division of polynomials 10A764
10G The remainder and factor theorems 10A769
10H Solving polynomial equations 10A773
10I Graphs of polynomials 10A779
Modelling 786 Curriculum strands
Investigation 787 and sub-strands ©
Problems and challenges788 ACARA
Review questions791
Semester review 2 794
Index803
Answers805
viii
About the authors

David Greenwood is the Head of Mathematics at Trinity Grammar School,
Melbourne and has 21 years’ experience teaching Year 12 mathematics. He
has run numerous workshops within Australia on the implementation of the
Australian Curriculum for the teaching of mathematics. He has written more
than 20 mathematics titles and has a particular interest in the sequencing of
curriculum content and working with the Australian Curriculum proficiency
strands.
Sara Woolley was born and educated in Tasmania. She completed an Honours
degree in Mathematics at the University of Tasmania before completing her
education training at the University of Melbourne. She has taught mathematics
in Victoria from Years 7 to 12 since 2006, has written more than 10
mathematics titles and specialises in lesson design and differentiation.
Jenny Goodman has worked for 20 years in comprehensive state and selective
high schools in New South Wales and has a keen interest in teaching students
of differing ability levels. She was awarded the Jones Medal for Education at
Sydney University and the Bourke prize for Mathematics. She has written for
Cambridge NSW and was involved in the Spectrum and Spectrum Gold series.
Jennifer Vaughan has taught secondary mathematics for over 30 years in New
South Wales, Western Australia, Queensland and New Zealand and has tutored
and lectured in mathematics at Queensland University of Technology. She is
passionate about providing students of all ability levels with opportunities to
understand and to have success in using mathematics. She has taught special
needs students and has had extensive experience in developing resources
that make mathematical concepts more accessible; hence, facilitating student
confidence, achievement and an enjoyment of maths.
Stuart Palmer has been a head of department in two schools and is now an
educational consultant who conducts professional development workshops for
teachers all over New South Wales and beyond. He is a Project Officer with
the Mathematical Association of New South Wales, and also works with pre-
service teachers at The University of Sydney and Western Sydney University.
ix
Introduction
This third edition of Essential Mathematics for the Australian Curriculum includes some substantial new
features in the print and digital versions of the textbook, as well as in the Online Teaching Suite. The main
new features are listed below.
Now you try

Every worked example now contains additional questions, without solutions, called ‘Now you try’. Rather
than expect students to absorb the worked example by passively reading through it, these questions give
students immediate practice at the same type of question. We also anticipate these questions will be useful
for the teacher to do in front of the class, given that students will not have seen the solution beforehand.
Building understanding and changes to the exercise structure

To improve the flow of ideas from the beginning of each lesson through to the end of the exercise, a few
structural changes have been made in each lesson. First, the Understanding questions have been taken out of the
exercise, simplified into discussion-style questions, and placed immediately after the Key ideas. These questions
are now called ‘Building understanding’ and are intended to consolidate the skills and concepts covered by the
Key ideas, which students will then encounter in the worked examples. Each exercise now starts at Fluency, and
the first question in each exercise has been revised to ensure that it links directly to the first worked example in
the lesson. The exercise then continues as before through Problem-solving, Reasoning and Enrichment.
Learning intentions and Success criteria checklist

At the beginning of every lesson is a set of Learning intentions that describe what the student can expect to
learn in the lesson. At the end of the chapter, these appear again in the form of a Success criteria checklist;
students can use this to check their progress through the chapter. Every criterion is listed with an example
question to remind students of what the mathematics mentioned looks like. These checklists can also be
downloaded and printed off so that students can physically check them off as they accomplish their goals.
Modelling and more extended-response

A modelling activity now accompanies the Investigation in each chapter, with the goal of familiarising
students with using the modelling process to define, solve, verify and then communicate their solutions to
real-life problems. Also included in each chapter is a set of three applications and problem-solving questions.
These extended-response style problems apply the mathematics of the chapter to realistic contexts and provide
important practice at this type of extended-response work before any final test is completed.
Workspaces and self-assessment

In the Interactive Textbook, students can complete almost any question from the textbook inside the
platform via workspaces. Questions can be answered with full worked solutions using three input tools:
‘handwriting’ using a stylus, inputting text via a keyboard and in-built symbol palette, or uploading an
image of work completed elsewhere. Then students can critically engage with their own work using the
self-assessment tools, which allow them to rate their confidence with their work and also red-flag to the
teacher any questions they have not understood. All work is saved, and teachers will be able to see both
students’ working-out and how they’ve assessed their own work via the Online Teaching Suite.
Note that the workspaces and self-assessment feature is intended to be used as much or as little as the
teacher wishes, including not at all. However, the ease with which useful data can be collected will make
this feature a powerful teaching and learning tool when used creatively and strategically.
x
Guide to the working programs

As with the second edition, Essential Mathematics for the Australian Curriculum Third Edition contains
working programs that are subtly embedded in every exercise. The suggested working programs provide
three pathways through each book to allow differentiation for Foundation, Standard and Advanced students.
Each exercise is structured in subsections that match the Australian Foundation Standard Advanced
FLUENCY
Curriculum proficiency strands of Fluency, Problem-solving and
1, 2–4(½) 2–5(½) 2–5(½)
Reasoning, as well as Enrichment (Challenge). (Note that Understanding is
PROBLEM-SOLVING
now covered by ‘Building understanding’ in each lesson.) In the exercises,
6, 7 6–8 7–9
the questions suggested for each pathway are listed in three columns at
REASONING
the top of each subsection: 10 10–12 12–14
• The left column (lightest shaded colour) is the Foundation pathway ENRICHMENT
• The middle column (medium shaded colour) is the Standard pathway – – 15
• The right column (darkest shaded colour) is the Advanced pathway. The working program for Exercise 3A in Year 7
Gradients within exercises and proficiency strands

The working programs make use of the gradients that have been
seamlessly integrated into the exercises. A gradient runs through
the overall structure of each exercise – where there is an increasing level of mathematical sophistication
required from Fluency through to Reasoning and Enrichment – but also within each proficiency strand;
the first few questions in Fluency, for example, are easier than the last few, and the last Problem-solving
question is more challenging than the first Problem-solving question.
The right mix of questions

Questions in the working programs are selected to give the most appropriate mix of types of questions
for each learning pathway. Students going through the Foundation pathway should use the left tab, which
includes all but the hardest Fluency questions as well as the easiest Problem-solving and Reasoning
questions. An Advanced student can use the right tab, proceed through the Fluency questions (often half
of each question), with their main focus on the Problem-solving and Reasoning questions, as well as the
Enrichment questions. A Standard student would do a mix of everything using the middle tab.
Choosing a pathway
There are a variety of ways to determine the appropriate pathway for students through the course. Schools
and individual teachers should follow the method that works for them. If required, there are two types of
chapter pre-tests (now found online) that can be used as a tool for helping students * The nomenclature used to list
select a pathway. For the prior-knowledge pre-test, the following are recommended questions is as follows:
• 3, 4: complete all parts of
guidelines: questions 3 and 4
• A student who gets 40% or lower should complete the Foundation questions • 1-4: complete all parts of
questions 1, 2, 3 and 4
• A student who gets between 40% and 85% should complete the Standard questions • 10(½): complete half of the
• A student who gets 85% or higher should complete the Advanced questions. parts from question
10 (a, c, e, ... or b, d, f, ...)
For schools that have classes grouped according to ability, teachers may wish to set • 2-4(½): complete half of the
one of the Foundation, Standard or Advanced pathways as their default setting for parts of questions 2, 3 and 4
• 4(½), 5: complete half of the
their entire class and then make individual alterations depending on student need. parts of question 4 and all
For schools that have mixed-ability classes, teachers may wish to set a number of parts of question 5
• — : do not complete any of
pathways within the one class, depending on previous performance and other factors. the questions in this section.
xi
Guide to this resource
PRINT TEXTBOOK FEATURES

1 Australian Curriculum: content strands, sub-strands and content descriptions are listed at the
beginning of the chapter (see the teaching program for more detailed curriculum documents)
2 Working with unfamiliar problems: a set of problem-solving questions not tied to a specific topic
3 NEW
Learning intentions: sets out what a student will be expected to learn in the lesson
4 Lesson starter: an activity, which can often be done in groups, to start the lesson
5 Key ideas: summarises the knowledge and skills for the lesson
6 NEW
Building understanding: a small set of discussion questions to consolidate understanding of the
Key ideas (replaces Understanding questions formerly inside the exercises)
7 Worked examples: solutions and explanations of each line of working, along with a description that
clearly describes the mathematics covered by the example
8 NEW
Now you try: try-it-yourself questions provided after every worked example in exactly the same
style as the worked example to give immediate practice
3 5
698 Chapter 9 Statistics 9F Time-series data 699

700 Chapter 9 Statistics
9F Time-series data KEY IDEAS

Example 9 Plotting and interpreting a time-series plot
■ Time-series data are recorded at regular time intervals.
Learning intentions
• To understand that time-series data are data recorded at regular time intervals ■ The graph or plot of a time series uses: The approximate population of an outback town is recorded from 1990 to 2005.
• To know how to plot a time-series graph with time on the horizontal axis • time on the horizontal axis as the independent variable
• To be able to use a time-series plot to describe any trend in the data • line segments connecting points on the graph. Year 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
Variable
• the variable being considered on the vertical axis as the Population 1300 1250 1250 1150 1000 950 900 950 800 700 800 750 850 950 800 850
A time series is a sequence of data values dependent variable
that are recorded at regular time intervals. a Plot the time series.
7
Examples include temperature recorded on the Time b Describe the trend in the data over the 16 years.
hour, speed recorded every second, population
■ If the time-series plot results in points being on or near a straight line, Downward
recorded every year and profit recorded every
then we say that the trend is linear. linear trend
month. A line graph can be used to represent
time-series data and these can help to analyse SO LUT IO N EXPLAN AT IO N
the data, describe trends and make predictions a Use time on
about the future. 1300 the horizontal
BUILDING UNDERSTANDING 1200 axis. Break the
1100 y-axis so as
Population
The BOM (Bureau of Meteorology) publishes time-series graphs of 1 Describe the following time-series plots as having a linear (i.e. straight-line trend), non-linear
Australian annual and monthly mean temperature anomalies, i.e.
1000 to not include
trend (i.e. a curve) or no trend.
deviations from the overall average. Over recent decades, these
a b 900 0–700. Join
graphs show an upward trend of positive and increasing anomalies.
800 points with line
6
Variable
Variable
700 segments.
0
LESSON STARTER Share price trends Time Time 1990 1992 1994 1996 1998 2000 2002 2004 2006
Time (year)
4
A company’s share price is recorded at the end of each month of the financial year, as shown in this time- c d
series graph.
b The population declines steadily for the first 10 years. The population rises Interpret the
Variable
Variable
• Describe the trend in the data at different times of the year. and falls in the last 6 years, resulting in a slight upwards trend. overall rise and
• At what time of year do you think the company starts reporting bad profit results? fall of the lines
• Does it look like the company’s share price will return to around $4 in the next year? Why?
Time on the graph.
Share price Time
$
2 This time-series graph shows the temperature over
4
the course of an 8-hour school day. 36
Now you try
8
Temperature (°C )
3
a State the temperature at: 34
2
i 8 a.m. ii 12 p.m. 32 The average price of lambs at a market over 14 weeks is given in this table.
1
iii 1 p.m. iv 4 p.m. 30
0
July October January April b What was the maximum temperature? 28 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Month c During what times did the temperature: Price ($) 82 80 85 89 91 87 93 104 100 111 108 105 112 119
i stay the same? ii decrease? 0
d Describe the general trend in the temperature a Plot the time series.
.
.
a.m
a.m
p.m
p.m
p.m
for the 8-hour school day. b Describe the trend in the data over the 14 weeks.
8
10
12
Time
xii Guide to this resource
9
9 Revised exercise structure: the exercise now begins at
Fluency, with the first question always linked to the first 9F Time-series data 701
9, 11
worked example in the lesson. Exercise 9F
FLUENCY 1, 2 2, 3 2, 3
Example 9 1 The approximate population of a small village is recorded from 2005 to 2015.
Year 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015
10 Working programs: differentiated question sets for Population
a Plot the time-series graph.

550 500
b Describe the general trend in the data over the 11 years.

550 600 700 650 750 750 850 950 900
three ability levels in exercises

c For the 11 years, what was the:
i minimum population? ii maximum population?
Example 9 2 A company’s share price over 12 months is recorded in this table. 10

Month J F M A M J J A S O N D
Price ($) 1.30 1.32 1.35 1.34 1.40 1.43 1.40 1.38 1.30 1.25 1.22 1.23
11 Example references: show where a question links to a a Plot the time-series graph. Break the y-axis to exclude values from $0 to $1.20.
b Describe the way in which the share price has changed over the 12 months.
c What is the difference between the maximum and minimum share price in the 12 months?
relevant worked example – the first question is always

3 The pass rate (%) for a particular examination is given in a table over 10 years.
Year 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004
Pass rate (%) 74 71 73 79 85 84 87 81 84 83
linked to the first worked example in a lesson

a Plot the time-series graph for the 10 years.
b Describe the way in which the pass rate for the examination has changed in the given time period.
c In what year was the pass rate a maximum?
d By how much had the pass rate improved from 1995 to 1999?
12 Non-CAS TI and Casio calculator activities

PROBLEM-SOLVING 4, 5 4, 5 5, 6
NEW 4 This time-series plot shows the upwards trend of house prices in an Adelaide suburb over 7 years from
2013 to 2019.
added for Years 9 (online) and 10 & 10A (print) 700
Price ($’000)
600
500
400
300
13 NEW
Modelling activities in every chapter allow students
20 3
20 4
20 5
20 6
20 7
20 8
20 9
20 0
20 1
22
1
1
1
1
1
1
1
2
2
20
Year
a Would you say that the general trend in house prices is linear or non-linear?
to practise solving problems using a systematic b Assuming the trend in house prices continues for this suburb, what would you expect the house
price to be in:
i 2020? ii 2022?
modelling process
14 NEW
Applications and problem-solving: a set of three Application and modelling 715
extended-response questions across two pages that give Applications and problem-solving
The following problems will investigate practical situations drawing upon knowledge and skills developed
practice at applying the mathematics of the chapter to throughout the chapter. In attempting to solve these problems, aim to identify the key information, use
diagrams, formulate ideas, apply strategies, make calculations and check and communicate your solutions.
Twenty20
real-life contexts 1 Two teams, the Auckland Aces and the Sunrisers Hyderabad, are part of an international 20/20 cricket
tournament. They each play 10 round-robin matches and their batting totals are shown below.
Aces 148 172 186 179 194 132 112 154 142 177
Sunrisers 147 160 166 182 171 163 170 155 152 166
15 Problems and challenges: in each chapter provide practice

You are to compare the statistics of the two cricket teams using box plots and discuss each team’s
14
performance in terms of the number of runs and the consistency of the run scoring across the season.
a Draw parallel box plots for these two data sets.
b Compare the box plots of the two teams, commenting on which team appears capable of getting
with solving problems connected with the topic higher scores and which team appears more consistent.
c The Auckland Aces’ lowest two scores were the result of rain delays and the restricted number of
overs that they faced. If these two innings were increased by 40 runs each, what changes occur on
the box plot?
16 Success criteria checklist: a checklist of the learning

d In their first final, the Sunrisers Hyderabad’s batting total would be an outlier if included in their
NEW above set of scores. What possible scores did they get in this innings?
Salaries and payrise
intentions for the chapter, with example questions 2 A small business has 20 employees with the following monthly salaries.
Salary ($) Number of employees

4500 5
5400 8
17 Chapter reviews: with short-answer, multiple-choice and

5800 5
6400 2
The small business wishes to calculate measures of centre and spread for its salary data and then
investigate the impact on these summary statistics given changes in some specific salaries.
extended-response questions; questions that are extension or a i Calculate the mean, median, range and standard deviation (to the nearest dollar) of these salaries.
ii The top two earning employees are given an increase of $x per month. Describe the impact on
the mean, median and range in terms of x.
10A (at Year 10) are clearly signposted

iii Describe the impact on the standard deviation from part ii.
18 Solving unfamiliar problems poster: at the back of the

book outlines a strategy for solving any unfamiliar problem
734 Chapter 9 Statistics 736 Chapter 9 Statistics
Short-answer questions
Chapter checklist: Success criteria 1 A group of 16 people was surveyed to find the number of hours of television they watch in a
✔ 9B
week. The raw data are listed:
1. I can describe types of data. 6, 5, 11, 13, 24, 8, 1, 12
Chapter review
Chapter checklist
9A
e.g. What type of data would the survey question ‘How many pairs of shoes do you own?’ generate? 7, 6, 14, 10, 9, 16, 8, 3
2. I can choose a survey sample. a Organise the data into a table with class intervals of 5 and include a percentage frequency
9A
e.g. A survey is carried out by calling people listed in the phone book, to determine their voting column.
preferences for a state election. Why will this sample not necessarily be representative of the b Construct a histogram for the data, showing both the frequency and percentage frequency on
state’s views?
the graph.
3. I can present data in a histogram. c Would you describe the data as symmetrical, positively skewed or negatively skewed?
9B
e.g. 15 people were surveyed to find out how many hours they spend on the internet in a week. d Construct a stem-and-leaf plot for the data, using 10s as the stem.
The data are:
7, 12, 14, 20, 2, 26, 8, 11, 17, 12, 21, 5, 6, 18, 14 e Use your stem-and-leaf plot to find the median.
Construct a histogram for the data using class intervals of 5, showing both the frequency and
percentage frequency on the one graph. 2 For each set of data below, complete the following tasks.
9D
i Find the range.
4. I can analyse data in a statistical graph.
9B ii Find the lower quartile (Q 1) and the upper quartile (Q 3).
e.g. For the stem and leaf plot shown below, find the mean correct to one decimal place, the
median and the mode. iii Find the interquartile range.
17
iv Locate any outliers.
Stem Leaf
v Draw a box plot.
0 257
16
a 2, 2, 3, 3, 3, 4, 5, 6, 12
1 1146
b 11, 12, 15, 15, 17, 18, 20, 21, 24, 27, 28
2 039
c 2.4, 0.7, 2.1, 2.8, 2.3, 2.6, 2.6, 1.9, 3.1, 2.2
3 25
2 | 3 means 23 3 Compare these parallel box plots, A and B, and answer the following as true or false.
9D
a The range for A is greater than the range for B.
5. I can find the five-figure summary and interquartile range.
B
9C b The median for A is equal to the median for B.
e.g. For the data set below find the minimum, maximum, median, upper and lower quartiles and the
c The interquartile range is smaller for B. A
range and IQR.
7, 10, 12, 12, 14, 18, 22, 25, 26, 30 d 75% of the data for A sit below 80.
0 20 40 60 80 100
6. I can find any outliers in a data set. 4 Consider the simple bivariate data set.
9C 9G
e.g. The following data represent the number of aces by a tennis player in 11 grand slam matches
for the year: x 1 4 3 2 1 4 3 2 5 5
15, 12, 22, 2, 10, 18, 16, 14, 15, 20, 16
y 24 15 16 20 22 11 5 17 6 8
For the data find the upper and lower quartiles and use these to help determine if there are any
outliers.
a
Draw a scatter plot for the data.
7. I can construct a box plot. b
Describe the correlation between x and y as positive or negative.
9D
e.g. For the data set: 5, 8, 2, 1, 6, 3, 3, 1, 4, 18, 2, 8, 5, draw a box plot to summarise the data, c
Describe the correlation between x and y as strong or weak.
marking outliers if they exist.
d
Identify any outliers.
y
8. I can calculate the standard deviation.
9E
e.g. For the data set 10, 5, 4, 7, 2, calculate the mean and standard deviation correct to one 10A 5 The line of best fit passes through the two points
9H
decimal place. labelled on this graph.
a Find the equation of the line of best fit. (6, 5)
b Use your equation to estimate the value of y when:
i x=4 ii x = 10
c Use your equation to estimate the value of x when:
i y=3 ii y = 12 (1, 2)
Guide to this resource xiii
INTERACTIVE TEXTBOOK FEATURES
19 NEW
Workspaces: almost every textbook question – including all working-out – can be completed
inside the Interactive Textbook by using either a stylus, a keyboard and symbol palette, or uploading an
image of the work.
20 NEW
Self-assessment: students can then self-assess their own work and send alerts to the teacher. See
the Introduction on page ix for more information
21 Interactive question tabs can be clicked on so that only questions included in that working program
are shown on the screen
22 HOTmaths resources: a huge catered library of widgets, HOTsheets and walkthroughs seamlessly
blended with the digital textbook
23 A revised set of differentiated auto-marked practice quizzes per lesson with saved scores
24 Scorcher: the popular competitive game
25 Worked example videos: every worked example is linked to a high-quality video demonstration,
supporting both in-class learning and the flipped classroom
26 Desmos graphing calculator, scientific calculator and geometry tool are always available to open
within every lesson
27 Desmos interactives: a set of Desmos activities written by the authors allow students to explore a key
mathematical concept by using the Desmos graphing calculator or geometry tool
28 Auto-marked prior knowledge pre-test for testing the knowledge that students will need before
starting the chapter
29 NEW
Auto-marked diagnostic pre-test for setting a baseline of knowledge of chapter content
30 Auto-marked progress quizzes and chapter review multiple-choice questions in the chapter
reviews can now be completed online
21
19
20
xiv Guide to this resource
DOWNLOADABLE PDF TEXTBOOK
31 In addition to the Interactive Textbook, a PDF version

of the textbook has been retained for times when 31
users cannot go online. PDF search and commenting
tools are enabled.
ONLINE TEACHING SUITE
32 Learning Management System with class and student analytics, including reports and
communication tools
33 NEW
Teacher view of student’s work and self-assessment allows the teacher to see their class’s
workout, how students in the class assessed their own work, and any ‘red flags’ that the class has
submitted to the teacher
34 Powerful test generator with a huge bank of levelled questions as well as ready-made tests
35 NEW
Revamped task manager allows teachers to incorporate many of the activities and tools listed
above into teacher-controlled learning pathways that can be built for individual students, groups of
students and whole classes.
36 Worksheets and four differentiated chapter tests in every chapter, provided in editable Microsoft
Word documents
37 NEW
More printable resources: all Pre-tests, Progress quizzes and Applications and problem-solving
tasks are provided in printable worksheet versions
32
34 36
37
33
xv
Acknowledgements
The author and publisher wish to thank the following sources for permission to reproduce material:
Cover: © Getty Images / Mandy Disher Photography
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xvi
Working with unfamiliar problems: Part 1
The questions on the next four pages are designed to provide practice in solving
Part 1
unfamiliar problems. Use the ‘Working with unfamiliar problems’ poster at the back
of this book to help you if you get stuck.
In Part 1, apply the suggested strategy to solve these problems, which are in no particular
order. Clearly communicate your solution and final answer.
1 Discover the link between Pascal’s triangle and expanded binomial products and use
this pattern to help you expand (x + y) 6. For Question 1,
Pascal’s triangle try looking
for number
(x + y) 0 1
patterns and
(x + y) 1 1 1 algebraic
(x + y) 2 1 2 1 patterns.
(x + y) 3 1 3 3 1
2 How many palindromic numbers are there between 101 and 103? For Questions 2
and 3, try
3 Find the smallest positive integer values for x so that 60x is: making a list
a a perfect square or table.
b a perfect cube
c divisible by both 8 and 9.
4 A Year 10 class raises money at a fete by charging players $1 to flip their dollar coin
onto a red and white checked tablecloth with 50 mm squares. If the dollar coin lands
For
fully inside a red square the player keeps their $1. What is the probability of keeping Questions
the $1? 4–8, try
How much cash is likely to be raised from 64 players? drawing a
diagram to
5 The shortest side of a 60° set square is 12 cm. What is the length of the longest side of help you
this set square? visualise the
problem.
6 A Ferris wheel with diameter 24 metres rotates at a constant rate of 60 seconds per
revolution.
a Calculate the time taken for a rider to travel:
i from the bottom of the wheel to 8 m vertically above the bottom
ii from 8 m to 16 m vertically above the bottom of the wheel.
b What fraction of the diameter is the vertical height increase after each one-third of
the ride from the bottom to the top of the Ferris wheel?
7 ABCD is a rectangle with AB = 16 cm and AD = 12 cm. X and Y are points on BD

such that AX and CY are each perpendicular to the diagonal BD. Find the length of the
interval XY.
8 How many diagonal lines can be drawn inside a decagon (i.e. a 10-sided polygon)?
Working with unfamiliar problems: Part 1 xvii
9 The symbol ! means factorial. For Question 9,

e.g. 4! = 4 × 3 × 2 × 1 = 24. try to break
Simplify 9! ÷ 7! without the use of a calculator. up the
numbers to
help simplify.
Part 1
10 In 2017 Charlie’s age is the sum of the digits of his birth year 19xy and
For Question
Bob’s age is one less than triple the sum of the digits of his birth year 10, try to
19yx. Find Charlie’s age and Bob’s age on their birthdays in 2017. set up an
equation
11 Let D be the difference between the squares of two consecutive positive integers. Find For Questions
an expression for the average of the two integers in terms of D. 11–13, try
using algebra
as a tool to
12 For what value of b is the expression 15ab + 6b − 20a − 8 equal to zero for all values
work out the
of a? unknowns.
13 Find the value of k given k > 0 and that the area enclosed by the lines
y = x + 3, x + y + 5 = 0, x = k and the y-axis is 209 units2.
14 The diagonal of a cube is √27 cm. Calculate the volume and surface
For Questions 14
area of this cube. and 15, try
using concrete,
15 Two sides of a triangle have lengths 8 cm and 12 cm, respectively. everyday
materials to help
Determine between which two values the length of the third side you understand
would fall. Give reasons for your answer. the problem.
16 When 1089 − 89 is expressed as a single number, what is the sum of its digits? For Questions
16–19, try
( )( )( ) ( n + 1)
1 1 1 1 using a
17 Determine the reciprocal of this product: 1 − 1− 1− … 1− . mathematical
2 3 4
procedure
to find a
10022 − 9982 shortcut to
18 Find the value of , without using a calculator.
1022 − 982 the answer.
19 In the diagram at right, AP = 9 cm, PC = 15 cm, A D

BQ = 8.4 cm and QC = 14 cm. Also, CD ∣∣ QP ∣∣ BA.
Determine the ratio of the sides AB to DC. P
B Q C
1B Multiplying and dividing algebraic fractions 11
1B Multiplying and dividing algebraic fractions

Learning intentions
• To understand that expressions in algebraic fractions need to be in factorised form in order to cancel
common factors
• To know that it is helpful to cancel common factors in fractions before multiplying or dividing
• To be able to multiply and divide fractions involving algebraic expressions
Since pronumerals represent numbers, the

rules for algebraic fractions are the same
as those for simple numerical fractions.
This includes processes such as cancelling
common factors, adding or subtracting with
a lowest common denominator (LCD) and
dividing, by multiplying by the reciprocal
of the fraction that follows the division sign.
In this section we focus on multiplying and
dividing algebraic fractions.
The study of air-conditioning uses algebraic fractions to model

airflow, air temperatures and humidity. The mechanical engineers
who design ventilation systems, and the electricians who install
and repair them, all require algebraic skills.
LESSON STARTER Describe the error

Here are three problems involving algebraic fractions. Each simplification contains one critical error. Find
and describe the errors, then give the correct answer.
a 6x − 82 6x − 2 b 2a ÷ 2 = 2a × 2 c 3b 2b 3b 3b
= ÷ = ×
41 1 9 3 9 3 7 3 7 2
= 6x − 2 4a 9b 2
= =
27 14
KEY IDEAS
■ Simplify algebraic fractions by factorising expressions where possible and cancelling common
factors.
■ For multiplication, cancel common factors and then multiply the numerators together and the
denominators together.
■ For division, multiply by the reciprocal of the fraction that follows the division sign. The
1 a b
reciprocal of a is and the reciprocal of is .
a b a
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as Hama. It is the duty of the women alone to pitch and to strike the
tents, and they acquit themselves with surprising address and
rapidity. All the labours of the encampment generally fall to the lot of
the women. The men take charge of the flocks, kill and skin the
beasts. The costume of the women is very simple; they wear a large
blue chemise, a black machlas, and a sort of black silk scarf, which,
after covering the head, passes twice round the neck, and falls over
the back. They have no covering for the legs; except the wives of the
sheiks, who wear yellow boots. Their great ambition and luxury is to
have a great many bracelets; they have them of glass, of coral, coin,
and amber.
The plain on which we rested was called El Makram. It is not far from
Hama. The place is rather agreeable, and its rich pasturage renders
it suitable to the Bedouins.
The fourth day we had an alarm: four hours after noon the
shepherds came running in haste, crying “To arms! the enemy are
seizing our flocks.” It was the tribe of Daffir, who, watching the
opportunity to revenge themselves on Nasser, had sent a thousand
horse to carry off the flocks at nightfall, to allow no time for a pursuit.
Our men, expecting an attack, were prepared; but it was necessary
to find out on which side the enemy were. Night coming on, four men
dismounted from their horses, took opposite directions, and
crouching down, their ears close to the ground, heard at a great
distance the steps of the plunderers. Night passed without being
able to reach them; but in the morning the troop of Hassné (that of
Mehanna) having joined them, they gave battle. After four hours’
fighting, half the flocks were recaptured; but five hundred camels
remained in the hands of the tribe El Daffir. We had ten men killed
and several wounded. At the return, the affliction was general; the
Bedouins murmured, attributing all that had happened to the caprice
and vanity of Nasser.
Mehanna sent off a courier to his son, who immediately returned
from Damascus, accompanied by a chokedar, (an officer of the
pacha,) in order to make an impression on the Bedouins. On his
arrival he read a letter from the pacha, to the following effect:—
“We make known to all the emirs and sheiks of the desert,
great and small, encamped on the territory of Damascus,
that we have appointed our son, Nasser Ebn Mehanna,
Emir of all the Anazes (Bedouins of the desert,) inviting
them to obey him. The tribe that shall have the misfortune
to show itself rebellious, shall be destroyed by our
victorious troops, and, as an example, their flocks shall be
slaughtered, and their women delivered up to the soldiers.
Such is our will.
Signed,
“Soliman, Pacha of Damascus and Acre.”
Nasser, proud of his new dignity, affected to read the order to every
body, and to talk Turkish with the officer of the pacha, which still
further increased the disgust of the Bedouins. One day whilst we
were with him, there arrived a very handsome young man, named
Zarrak, the chief of a neighbouring tribe. Nasser, as usual, spoke of
his appointment, vaunted the greatness and power of the vizier of
Damascus, and of the sultan of Constantinople “of the long sabre.”[C]
Zarrak, who listened with impatience, changing colour, rose and
said, “Nasser Aga,[D] learn that all the Bedouins detest thee: if thou
art dazzled by the magnificence of the Turks, go to Damascus; adorn
thy forehead with the caouk;[E] become the minister of the vizier;
dwell in his palace; perhaps thou mayest strike terror into the
Damascenes; but we Bedouins care no more for thee, thy vizier and
thy sultan, than camel dung. I shall depart for the territory of Bagdad,
where I shall find the Drayhy[F] Ebn Chahllan; him will I join.”
Nasser, in his turn growing pale with anger, transmitted the
conversation in Turkish to the chokedar, who thought by violent
menaces to alarm Zarrak. But he, looking at him fiercely, said, “It is
enough: though you have Nasser on your side, I could, if I would,
prevent you from ever eating bread more.” In spite of these offensive
words, all three preserved their coolness; and Zarrak, mounting his
horse, said to Nasser, “Salam aleik (peace to thee); display all thy
power; I await thee.” This challenge caused Nasser much trouble;
but he still persevered in his alliance with the Turks.
The following day we learned that Zarrak had set out with his tribe
for the country of Geziri, and a combination of the Bedouins against
Nasser was talked of in all quarters. Mehanna, having learned what
was passing, called his son to him, and said, “Nasser, will you then
break the pillars of the tent of Melkhgem?” and taking his beard in
his hand, “Will you,” added he, “bring contempt upon this beard at
the end of my days, and tarnish the reputation I have acquired?
Unhappy man, thou hast not invoked the name of God. What I had
foreseen, has happened. All the tribes will unite with the Drayhy.
What then will become of us? It will only remain for us to humble
ourselves before Ebn Sihoud, that enemy of our race, who styles
himself king of the Bedouins; he alone can defend us from the
terrible Drayhy.”
Nasser endeavoured to tranquillize his father, assuring him that
matters were not so bad as he feared. However, the Bedouins began
to take part with one or the other; but the greater part sided with the
father, who was in their true interest.
Sheik Ibrahim was very dissatisfied; he wished to penetrate farther
into the desert, and proceed as far as Bagdad; and he found himself
bound to a tribe that remained between Damascus and Homs. He
thus lost all the summer, being able to remove only with danger of
his life. He desired me to obtain some knowledge respecting the
Drayhy, to learn his character, the places where he passed the
summer, where he wintered, if he received strangers, and many
other particulars; in short, he told me he had the greatest interest in
being rightly informed.
These details were difficult to obtain without exciting suspicion: it
was necessary to find some one not of the tribe of El Hassnnée. At
length I became acquainted with a man named Abdallah el Chahen
(the poet.) Knowing that poets are sought after by the great, I asked
him about all the tribes he had visited, and learned with pleasure that
he had been for a long time with the Drayhy. I obtained from him all
the information I had desired.
One day Nasser made me write to Sheik Saddad, and him of
Corietain, to demand from each a thousand piastres and six
machlas. This claim is called right of fraternity: it is an arrangement
between the sheiks of villages and the more powerful chiefs of the
Bedouins, to be protected against the ravages of the other tribes.
This is an annual tax. These unhappy villages are ruined to satisfy
two tyrants—the Bedouins and the Turks.
Mehanna holds this fraternity with all the villages of the territories of
Damascus, Homs, and Hama, which brings him in a revenue of
about fifty thousand piastres. The pacha of Damascus pays him
twelve thousand five hundred, and the cities of Homs and Hama
furnish him besides a certain quantity of corn, rice, dried grapes, and
stuffs. The small tribes bring him butter and cheese. In spite of all, he
never has any money, and is often in debt, without having any
expenses to incur; which greatly astonished us. We learned that he
gave all away in presents to the most distinguished warriors, either
of his own tribe or to others, and that he had thus raised for himself a
powerful party. He is always ill-clothed, and when he receives a
handsome pelisse or other article for a present, he gives it to the
person who happens to be near him at the moment. The Bedouin
proverb, that generosity covers all defects, is amply verified in
Mehanna, whose liberality alone renders the conduct of Nasser
bearable.
A short time after this event we went to encamp, three hours from
the Orontes, upon lands called El Zididi, on which there are many
springs.
Mehanna having one day been with ten horsemen to visit the Aga of
Homs, returned loaded with presents from all the merchants, who
cultivate his friendship, because, wheresoever dissatisfied with them,
he intercepts their commerce and plunders the caravans.—
Immediately upon his return, Nasser set forth on an expedition
against the tribe Abdelli, which is commanded by the Emir El
Doghiani, and encamped near Palmyra, on two small hills of equal
size, called Eldain (the breast;) he returned after three days with five
hundred camels and two hundred sheep. In this affair we lost three
men, and Zamel’s mare was killed under him. On the other hand, we
took three mares, killed ten men, and wounded twenty more.
Notwithstanding this success, the Bedouins were indignant at
Nasser’s want of faith, who had no cause of hatred against this tribe.
On all sides measures were taken with the Drayhy, to destroy the
tribe El Hassnnée. The news reached the Emir Douhi, the chief of
the tribe Would Ali, a kinsman and intimate friend of Mehanna, and
who, as well as himself, is charged with the escort of the grand
caravan; and he came with thirty horsemen to make known the
danger with which he was threatened. The heads of the tribe went
out to meet Douhi: having entered the tent, Mehanna ordered coffee;
the emir stopped him and said, “Mehanna, thy coffee is drunk
already! I come here neither to eat nor drink, but to inform thee that
the behaviour of thy son Nasser Pacha (for so he styled him in
derision) is bringing down destruction upon thee and thine: know that
all the Bedouins have leagued together, and are about to declare
against thee a war of extermination.” Mehanna, changing colour,
exclaimed, “Well, art thou now satisfied, Nasser? Thou wilt be the
last of the race of Melkghem.”
Nasser, still obstinate, replied that he should make head against all
the Bedouins; and that he should have the support of twenty
thousand Osmanlis, as well as that of Mola Ismael, the chief of the
Kurdish cavalry, who bears the schako. Douhi passed the night in
endeavouring to turn Nasser from his projects, but without
succeeding: the day following, he departed, saying, “My conscience
forbids me to join you. Our relationship, and the bread we have
eaten together, prevent me from declaring war against you. Farewell;
I leave you with sorrow.”
From this moment our time passed very disagreeably with the
Bedouins. We could never quit them, for all the people who went to a
distance from the tents were massacred. There were continual
attacks on both sides, sudden changes of the encampment for
greater security, alarms, reprisals, incessant disputes between
Mehanna and his son; but the old man was so kind and so
credulous, that Nasser always succeeded in persuading him that he
was in the right.
We were told a thousand traits of his simplicity: amongst others, that
being at Damascus whilst Yousouf Pacha, the grand vizier of the
Porte, was holding his court there on his return from Egypt after the
departure of the French, Mehanna was presented to him, as well as
the other grandees; but, being little acquainted with Turkish
etiquette, he accosted him without ceremony and with the Bedouin
mode of salutation, and placed himself on the divan by his side
without being invited. Yousouf, equally unaccustomed to the usages
of the Bedouins, and ignorant of the dignity of the little shabby old
man who treated him with such familiarity, ordered him to be taken
from his presence and beheaded. The slaves took him out, and were
preparing to execute the order, when the Pacha of Damascus cried
aloud, “Hold! what is it you are doing? If there should fall a hair of his
head, with all your power, you will never send another caravan to
Mecca.” The vizier instantly had him brought back, and placed him
by his side; he gave him coffee, had him invested with a rich
Cachemire turban, a rich gombaz (robe,) and a pelisse of honour,
and presented him with a thousand piastres. Mehanna, deaf, and
besides not understanding Turkish, knew nothing of what was
passing; but taking off the fine clothes, he gave them to three of his
slaves who accompanied him. The vizier asked him, through the
dragoman, if he was not satisfied with the present. Mehanna replied,
“Tell the vizier of the sultan, that we Bedouins seek not to distinguish
ourselves by fine clothes: I am ill clad, but all the Bedouins know me;
they know that I am Mehanna el Zadel, the son of Melkghem.” The
pacha, not daring to offend him, affected to smile, and to be much
pleased.
The summer passed away. By the month of October the tribe was in
the vicinity of Aleppo. My heart beat on finding myself so near my
home; but, according to our agreement, I could not even send news
of myself to my friends. Sheik Ibrahim desired to pass the winter at
Damascus—no Bedouin durst conduct us. We obtained with great
difficulty an escort as far as a village, two days from Aleppo, called
Soghene (the hot.) The hospitable inhabitants contended for the
pleasure of receiving us. A natural warm bath accounts for the name
of the village; and the beauty of its inhabitants may probably be
attributable to its warm springs. From thence we reached Palmyra,
but with a difficulty for which we were indemnified by the pleasure of
seeing Sheik Ragial again. After passing a fortnight with our friends,
we went back to Corietain, where Sheik Selim and the curate Moussi
welcomed us with genuine kindness;—they were never tired of
hearing our accounts of the Bedouins.—Sheik Ibrahim satisfied their
friendly concern about our affairs, by saying that our speculation was
wonderfully advantageous; that we had gained more than we had
expected; whilst in reality, between presents and losses, we only had
remaining the goods deposited with Moussi.—We lost thirty days at
Corietain in preparing for our departure. Winter was rapidly coming
on, and no one durst furnish us with cattle, being convinced we
should be plundered on the road. At last, Sheik Ibrahim bought a bad
horse, I hired an ass, and in miserable weather, with a freezing wind,
we set off, accompanied by four men on foot, for the village of Dair
Antié. After some hours we arrived at a defile between two
mountains, named Beni el Gebelain. At this spot, twenty Bedouin
horsemen came upon us. Our guides, far from defending us, hid
their guns and remained spectators of our disaster. The Bedouins
stripped us, and left us nothing but our shirts. We implored them to
kill us rather than expose us to the cold. At last, touched at our
condition, they had the generosity to leave each of us a gombaz. As
for our beasts, they were too sorry to tempt them. Being hardly able
to walk, they would have only uselessly detained them. Night came
on, and the cold was excessive, and deprived us of the use of
speech. Our eyes were red, our skin blue; at the end of some time I
fell to the ground, fainting and frozen. Sheik Ibrahim in despair made
gesticulations to the guides, but was unable to speak. One of them,
a Syrian Christian, took pity upon me and the grief of Sheik Ibrahim;
he threw down his horse, which was also half dead with cold and
fatigue, killed it, opened the belly, and placed me without
consciousness in the skin, with only my head out. At the end of half
an hour, I regained my senses, quite astonished at finding myself
alive again, and in so strange a position. Warmth restored my
speech; and I earnestly thanked Sheik Ibrahim and the good Arab. I
took courage, and found strength to proceed. A little after, our guides
cried out, “Here’s the village!” and we entered the first house. It
belonged to a farrier, named Hanna el Bitar. He showed a lively
sympathy in our situation, set about covering us both with camel-
dung, and gave us a little wine—a few drops at a time: having thus
restored our strength and warmth, he withdrew us from our dunghill,
put us to bed, and made us take some good soup. After a sleep,
which was indispensable, we borrowed two hundred piastres to pay
our guides and carry us to Damascus, which we reached the 23d
December, 1810.
M. Chabassan, a French physician, the only Frank at Damascus,
received us; but as we were to pass the winter here, we afterwards
took up our quarters in the Lazarist Convent, which was abandoned.
I will not describe the celebrated city of Sham (Damascus), the Gate
of Glory (Bab el Cahbé), as the Turks style it. Our long residence has
enabled us to know it minutely; but it has been too often visited by
travellers to offer any new interest. I return to my narrative.
One day, being at the bazaar to pass away the time in the Turkish
fashion, we saw running towards us a Bedouin, who embraced us,
saying, “Do you not recollect your brother Hettall, who ate your bread
at Nuarat el Nahaman?” Delighted with meeting him, we took him
home, and having regaled him, and asked him many questions, we
learned that the affairs of the tribe Hassnnée were in a bad
condition, and that the league against them was extending daily.
Hettall told us that he was of the tribe of Would Ali, whose chief,
Douhi, was known to us. This tribe winters in the territory of Sarka
and Balka; it reaches from the country of Ismael to the Dead Sea,
and returns to Horan in the spring. He proposed to us to visit it,
promising a good sale for our merchandise. Having consented, it
was agreed that he should come for us in the month of March.
Sheik Ibrahim having received, through the intervention of M.
Chabassan, a group of a thousand tallaris from Aleppo, desired me
to make new purchases. When they were completed, I showed them
to him, and asked whether any thing would remain for us at our
return? “My dear son,” he replied, “the gratitude of every chief of a
tribe brings me more than all my merchandise.—Be under no
concern. You also shall receive your return in money and in
reputation. You shall be renowned in your time; but I must know all
the tribes and their chiefs. I depend upon you to get to the Drayhy,
and for that purpose you must absolutely pass for a Bedouin. Let
your beard grow, dress like them, and imitate their usages. Ask no
explanations—remember our terms.” My only reply was, “May God
give us strength!”
Twenty times was I on the point of abandoning an enterprise of
which I perceived all the dangers without knowing the object. This
silence, this blind obedience, became insupportable. However, my
wish to come to the issue, and my attachment to M. Lascaris, gave
me patience.
At the time agreed, Hettall arrived with three camels and two guides,
and we set out the 15th March, 1811, one year and twenty-eight
days after our first departure from Aleppo. The tribe was at a place
called Misarib, three days from Damascus. Nothing remarkable
happened on the road. We passed the nights under a starry sky; and
on the third day, by sunset, we were in the midst of the tents of
Would Ali. The coup d’œil was delightful. Every tent was surrounded
by horses, camels, goats, and sheep, with the lance of the horseman
planted at the entrance: that of the Emir Douhi arose in the centre.
He received us with all possible consideration, and made us sup with
him. He is a man of understanding, and is equally loved and feared
by his people. He commands five thousand tents, and three tribes,
which are joined to his; those of Benin Sakhrer, of El Serhaan, and
El Sarddié. He had divided his soldiers into companies or divisions,
each commanded by one of his kinsmen.
The Bedouins are fond of hearing stories after supper. This is one
that the emir told us: it depicts the extreme attachment they have for
their horses, and the self-love they manifest with regard to their own
qualities.
One of his tribe, named Giabal, possessed a very celebrated mare.
Hassad Pacha, then vizier of Damascus, made him on various
occasions all sorts of offers to part with it, but in vain, for a Bedouin
loves his horse as he does his wife. The pacha then employed
threats, but with no better success. At length, another Bedouin,
named Giafar, came to the pacha, and asked what he would give
him if he brought him Giabal’s mare? “I will fill thy barley sack with
gold,” replied Hassad, who felt indignant at his want of success. This
took place without transpiring; and Giabal fastened his mare at night
by the foot with an iron ring, the chain of which passed into his tent,
being held by a picket fixed in the ground under the very felt which
served him and his wife as a bed. At midnight, Giafar creeps into the
tent on all-fours, and, insinuating himself between Giabal and his
wife, gently pushes first the one, and then the other: the husband
thought his wife was pushing, the wife thought the same of the
husband; and each made more room. Giafar then, with a knife well
sharpened, makes a slit in the felt, takes out the picket, unties the
mare, mounts her, and, grasping Giabal’s lance, pricks him slightly
with it, calling out, “It is I, Giafar, who have taken thy noble mare; I
give thee early notice!” and off he goes. Giabal instantly darts from
the tent, calls his friends, mounts his brother’s mare, and pursues
Giafar for four hours. Giabal’s brother’s mare was of the same blood
as his own, though not so good. Outstripping all the other horsemen,
he was on the point of overtaking Giafar, when he cried out, “Pinch
her right ear, and give her the stirrup.” Giafar did so, and flew like
lightning. The pursuit was then useless: the distance between them
was too great. The other Bedouins reproached Giabal with being
himself the cause of the loss of his mare.[G] “I would rather,” said he,
“lose her, than lower her reputation. Would you have me let it be said
in the tribe of Would Ali, that any other mare has outrun mine? I have
at least the satisfaction of saying that no other could overtake her.”
He returned with this consolation, and Giafar received the price of
his address.
Some one else related that in the tribe of Nedgde there was a mare
of equal reputation with that belonging to Giabal, and that a Bedouin
of another tribe, named Daher, was almost mad with longing to
possess her. Having in vain offered all his camels and his riches, he
determined to stain his face with the juice of an herb, to clothe
himself in rags, to tie up his neck and legs like a lame beggar, and,
thus equipped, to wait for Nabee, the owner of the mare, in a road by
which he knew he must pass. When he drew near, he said to him in
a feeble voice: “I am a poor stranger: for three days I have been
unable to stir from this to get food: help me, and God will reward
you.” The Bedouin offered to take him on his horse, and carry him
home; but the rogue replied: “I am not able to rise, I have not
strength.” The other, full of compassion, dismounted, brought the
mare close, and placed him on her with great difficulty. As soon as
he found himself in the saddle, Daher gave her a touch with the
stirrup, and went off, saying—“It is I, Daher, who have got her and
am carrying her off.”
The owner of the mare called out to him to listen: sure that he could
not be pursued, he returned, and stopped at a short distance, for
Nabee was armed with his lance. He then said to him, “Thou hast my
mare; since it pleases God, I wish thee success: but, I conjure thee,
tell no one how thou hast obtained her.” “Why not?” said Daher.
“Because some one really ill might remain without aid: you would be
the cause why no one would perform an act of charity more, from the
fear of being duped as I have been.” Struck with these words, Daher
reflected a moment, dismounted from the horse and gave her back
to her master, and embraced him. Nabee took him home. They
remained together three days, and swore fraternity.
Sheik Ibrahim was enchanted with these stories, which gave him to
understand the character and the generosity of the Bedouins. The
tribe of Douhi is richer and more rapacious than that of Mehanna;
their horses are finer. We stayed with them a fortnight. Sheik Ibrahim
gave presents to all the chiefs, and sold some articles to the women,
to keep up our character of merchants. We then went to visit the
three tributary sheiks of the Emir Douhi.
Sheik Ibrahim told me that he had no other object in staying among
the Bedouins than that of giving me an opportunity of studying more
closely their language and their customs; that it was necessary for
his own purposes to get to the Drayhy; but that I must avail myself of
our roamings amidst the tribes to take exact notes of their names
and their numbers, which it was most important to him to know.
Their manner of speech is extremely difficult to acquire, even for an
Arab, although in fact it is the same language. I applied myself with
success. I also learned, in the course of our long wanderings, the
names of all the sheiks and the numbers of all the tribes, a thing
which had never been accomplished before: I shall give the list at the
end of my journal.
The numerous tribes are often obliged to divide themselves into
detachments from two hundred to five hundred tents, and to occupy
a large space, in order to procure water and pasturage for their
flocks. We went successively through their encampments, until we
could find means to transport ourselves to the Drayhy, who was at
war with the tribes of the territory of Damascus. We were universally
well received.
In one tribe it was a poor widow who showed us hospitality. In order
to regale us, she killed her last sheep and borrowed bread. She
informed us that her husband and her three sons had been killed in
the war against the Wahabees, a formidable tribe in the
neighbourhood of Mecca. Expressing our astonishment that she
should rob herself on our account:—“He that enters the house of the
living,” said she, “and does not eat, it is as though he were visiting
the dead.”
One tribe already considerable had been lately formed in the
following manner:—A Bedouin had a very beautiful daughter, whom
the chief of his tribe demanded in marriage; but he would not give
her, and in order to avoid his solicitations he went away furtively with
all his family. The sheik being told of what had happened, some one
said: “Serah (he is gone).” “Serhan[H] (he is a wolf),” replied he;
meaning by that, that he was a savage. From that time the tribe of
which this Bedouin became chief, has been always called the tribe El
Serhan (the wolf.) Whenever the Bedouins are courageous and have
good horses, they in a short time become powerful.
At last we heard of the arrival of the Drayhy in Mesopotamia. At this
period Sheik Ibrahim was obliged to go to Damascus for
merchandise and money, which were both equally wanting. We had
made acquaintance there with a Bedouin of one of the tribes near
the Euphrates, which had preserved a neutrality in the affair of
Nasser. This Bedouin, whose name was Gazens el Hamad, had
come with others to Damascus to sell butter. He engaged to carry
our goods on his camels, and take us to the Drayhy: but alas! we
were not destined to reach him so easily. Scarcely were we come to
Corietain, to take back our goods left at the depot, when we received
news of a victory gained by Zaher, the son of the Drayhy, over
Nasser; a victory which gave renewed violence to the war. All the
tribes ranged themselves on one side or the other. That of Salkeh,
our guide’s tribe, had been attacked by the Drayhy, who was
following up his advantages with great inveteracy, and no one dared
to cross the desert. M. Lascaris was in despair. He could neither eat
nor sleep: in short, exasperated to the highest degree at finding
himself stopped in his projects, he even found fault with me. I then
said to him,—“It is now time we should understand one another. If
you wish to get to the Drayhy for the purpose of trading, it is utter
madness, and I decline to follow you. If you have other projects or
motives adequate to the exposure of your life, let me know them,
and you shall find me ready to sacrifice myself to serve you.” “Well
then, my dear son!” said he, “I will trust you: know that this
commerce is merely a pretence to conceal a mission with which I
was charged at Paris. These are my instructions, reduced to ten
heads.
1. To set out from Paris to Aleppo.
2. To find a zealous Arab, and to attach him to me as interpreter.
3. To acquire a knowledge of the language.
4. To go to Palmyra.
5. To penetrate amongst the Bedouins.
6. To become acquainted with all the chiefs, and to gain their
friendship.
7. To unite them together in the same cause.
8. To induce them to break off all alliance with the Osmanlis.
9. To get acquainted with the whole desert, the halting-places, and
where water and pasturage are to be found, as far even as the
frontiers of India.
10. To return to Europe, safe and sound, after having accomplished
my mission.”
“And after that?” said I;—but he imposed silence. “Recollect our
conditions,” added he; “I will let you know all by degrees. At present
let it suffice to know that I must reach the Drayhy, even though it
should cost me my life.”
This half-confidence vexed me, and prevented sleep in my turn: to
find difficulties almost insurmountable, and to perceive but very
confusedly the advantages of my devotion, was sufficiently
disheartening. However, I took the resolution of persevering to the
end, as I was so far engaged, and I dwelt only on the means of
success. My beard had sprouted; I was perfectly versed in the
language of the Bedouins; I resolved to go alone and on foot to the
Drayhy: it was the only possible chance to be attempted. I went to
seek my friend Wardi, who had recalled me to life by putting me into
his horse’s belly, and communicated to him my intention. After
having endeavoured to divert me from it, by telling me that the
fatigue would be great; that there would be ten painful nights’ march;
that we must hide ourselves by day, not to be seen on the road; that
we should be unable to carry with us what was strictly necessary:
seeing that nothing could make me retract, he engaged to go with
me as guide, in consideration of a large sum of money. Having told
my resolution to M. Lascaris, he also made many friendly objections
on the score of the dangers I should incur; but, in reality, I perceived
that he was well pleased with me.
We settled all our matters; I agreed to write to him by the return of
my guide, after having arrived at the Drayhy; and the night was far
advanced when we threw ourselves on our beds. I was very much
agitated; my sleep evinced it, and I soon woke M. Lascaris by my
cries. I dreamt that being at the top of a steep rock, at the foot of
which flowed a rapid river that I was unable to pass, I had lain down
at the brink of the precipice, and that all at once a tree had taken root
in my mouth; that it grew, and spread its branches like a green tent,
but in growing it tore my throat, and its roots penetrated into my
entrails; and I uttered violent cries. Having related my dream to
Sheik Ibrahim, he was in great wonder at it, and declared that it was
an excellent omen, and prognosticated after many difficulties
important results.
It was essential that I should be covered with rags, in order not to
excite suspicion or cupidity if we were discovered on the road. This
was my costume for the journey: a coarse cotton shirt pieced; a dirty
torn gombaz; an old caffié, with a bit of linen, once white, for a
turban; a sheep-skin cloak with half the wool off, and shoes mended
to the weight of four pounds: besides these, a leather belt, from
which hung a knife worth two paras, a steel, a little tobacco in an old
bag, and a pipe. I blackened my eyes, and dirtied my face, and then
presented myself to Sheik Ibrahim to take my leave. On seeing me,
he shed tears:—“May God,” said he, “give you strength enough to
accomplish your generous design! I shall owe every thing to your
perseverance. May the Almighty be with you and preserve you from
all danger! may he blind the wicked, and bring you back that I may
reward you!” I could hardly refrain from tears in my turn. At last,
however, the conversation becoming more cheerful, Sheik Ibrahim
said smilingly, that if I were to go to Paris in this costume, I should
get much money by showing myself.—We supped; and at sunset we
departed. I walked without fatigue till midnight: but then my feet
began to swell. My shoes hurt me, and I took them off; the thorns of
the plants the camels browse on pricked me, and the small stones
wounded me. I tried to put on my shoes; and in continual suffering I
walked on till morning. A little grotto gave us shelter for the day. I
wrapped my feet in a piece of my cloak that I tore off, and slept
without having strength to take any nourishment. I was still asleep
when my guide called me to depart: my feet were much swollen—my
heart failed me—I wished to wait till the following day. My conductor
reproached me for my weakness:—“I knew well enough,” said he,
“that you were too delicate for such a journey. I before told you that it
was impossible to stop here: if we pass the night, we must also pass
the next day; our provisions will be consumed, and we shall die of
hunger in the desert. We had better give up our undertaking while
there is yet time.”
These words reanimated me, and we set off. I dragged myself along
with difficulty till near midnight, when we came to a plain, in which
the sand rose and fell in undulations: here we rested ourselves till
day. The first dawn enabled us to perceive at a distance two objects,
which we took for camels. My guide, alarmed, dug a hole in the
sand, to conceal us; we got in up to the neck, leaving only our heads
out. In this painful situation we remained with our eyes fixed on the
supposed camels, when, about noon, Wardi exclaimed, “God be
praised! they are only ostriches.” We got out of our grave with joy,
and for the first time since our departure I ate a little cake and drank
a drop of water. We remained there till night, awaiting the time to
move forward. Being then in the midst of the sands, I suffered less in
walking. We passed the next day in sleeping. We were opposite
Palmyra, to the south. Daybreak, after the fourth night, overtook us
at the bank of a large river called El Rahib, running from south to
north; my guide stripped, and carried me on his back to the other
side, and then returned for his clothes. I wished to rest myself, but he
told me it would not be prudent to stop where the river was fordable.
In fact, we had not proceeded half an hour, when we saw five
hundred well-mounted Bedouins approaching the river, going from
the east to the west. Having found some low bushes, we halted
amongst them till night. The sixth night brought us within some hours
of the Euphrates. The seventh day, the great difficulty was over; and
if I had not suffered so much in my feet, I could have forgotten all my
fatigues at the sight of the sunrise on the banks of that magnificent
river. Some hospitable Bedouins, whose occupation it is to take
people over from one side to the other, took us into their tents, where
for the first time we made a hearty meal. We obtained intelligence
respecting the Drayhy: he was at three days’ distance between Zaite
and Zauer. He had made peace with the Emir Fahed, imposing
tribute on him; they spoke to me of his military talents and his
extreme courage, of his intention to annihilate Mehanna and Nasser,
and to return to his desert near Bassora and Bagdad. These details
were just as I was wishing: I took my resolution immediately. I asked
for a guide to take me to the Drayhy, telling the Bedouins that I was a
merchant of Aleppo, having a correspondent at Bagdad, who owed
me twenty-five thousand piastres, and who had just become
bankrupt: that the war between the Bedouins had intercepted the
communications, and I had no other resource than to risk myself
alone, and put myself under the protection of the Drayhy to get to
Bagdad, where all my fortune was at stake. These kind Bedouins
offered vows to Allah that I might recover my money; and Wardi
himself took more interest in my journey, when he understood its
importance. After having passed the day in examining the tribe Beni
Tay, we departed the next day well escorted; and nothing interesting
occurred on our march. We saw the setting sun of the third day gild
the five thousand tents of the Drayhy, which covered the plain as far
as the eye could reach. Surrounded by camels, horses, and flocks,
which concealed the earth, never had I seen such a spectacle of
power and wealth. The emir’s tent in the centre was a hundred and
sixty feet long. He received me very politely, and without any
question proposed to me to sup with him. After supper, he said to
me: “Whence do you come, and whither are you going?” I replied as
I had done to the Bedouins of the Euphrates. “You are welcome,
then,” said he; “your arrival will cause a thousand benedictions.
Please God you will succeed; but, according to our custom, we
cannot speak of business till after three days devoted to hospitality
and repose.” I made the customary thanks, and retired. The next day
I despatched Wardi to M. Lascaris.
The Drayhy is a man of fifty, tall, and of a handsome countenance,
with a small beard entirely white; his aspect is stern; he is
considered as the most able of all the chiefs of tribes; he has two
sons, Zaer and Sahdoun: they are married, and dwell in the same
tent as himself. His tribe, called El Dualla, is numerous and very rich.
Chance favoured me wonderfully from the first day of my arrival. The
emir was in want of a secretary; I offered to assist him for the
moment, and I soon gained his confidence by the hints and the
information I was able to give him regarding the tribes I had studied.
When I spoke to him of my own business, he expressed so much
regret at seeing me about to depart, that I feigned to yield to his
wishes. He said, “If you will remain with me, you shall be like my son;
all that you say shall be done.” I availed myself of this confidence, to
induce him to pass over the Euphrates, in order to bring him nearer
to Sheik Ibrahim: I suggested to him all the influence he might gain
over the tribes of the country, by withdrawing them from Nasser: I
represented to him all the presents they would be obliged to offer
him; the terror with which he would inspire the Osmanlis, and the
mischief he would do his enemies by consuming their pasturage. As
it was the first time he was quitting the desert of Bagdad to come into
Mesopotamia, my advice and my information were a great resource
to him, and he followed them. The departure was superb to witness.
The horsemen before, on horses of high pedigree; women on
howdahs magnificently draped, and on dromedaries, surrounded by
negress slaves. Men, loaded with provisions, were running
throughout the caravan, calling out: “Who is hungry?” and
distributing bread, dates, &c. Every three hours, a halt was made, to
take coffee; and at night the tents were raised as if by enchantment.
We followed the banks of the Euphrates, whose clear waters
gleamed like silver: I myself was mounted on a mare of pure blood;
and the whole journey appeared like a triumphal march, presenting a
strong contrast with my former passage over the same country, in
my rags and with my tortured feet.
On the fourth day, the Emir Zahed met us with a thousand horse. All
sorts of sports ensued on horseback and with lance. At night, the
Drayhy, his sons, and myself, went to sup in the tribe of Zahed. The
day following, we crossed the river, encamped on the Damascus
territory, and kept advancing westward. We then encamped at El
Jaffet, in the pachalik of Aleppo. The report of the arrival of the
Drayhy was quickly spread, and he received from Mehanna a letter
beginning with their respective titles, and continuing thus:
“In the name of God most merciful, health! We have learnt with
surprise that you have passed the Euphrates, and are advancing into
the provinces left us by our fathers. Do you then think that you alone
can devour the pasture of all the birds? Know that we have so many
warriors that we are unable to number them. Besides, we shall be
supported by the valiant Osmanlis, whom nothing can resist: we
counsel you to return by the road by which you came; otherwise all
conceivable misfortunes will befall you, and repentance will come too
late.”
On reading this letter, I saw the Drayhy growing pale with anger; his
eyes flashed fire. After a momentary silence, “Katib,” said he, in a
terrible voice, “take your pen, and write to this dog!”
This was the answer:—“I have read your menaces, which with me do
not weigh a grain of mustard. I shall lower your flag, and purify the
earth from you and your renegade of a son, Nasser. As for the
territory you claim, the sword shall decide it. Soon will I set forward
to exterminate you. Prepare yourself. War is declared.”
Then addressing myself to the Drayhy: “I have some advice to give
you,” said I. “You are a stranger here; you know not which party the
tribes of the country will espouse. Mehanna is loved by the
Bedouins, and supported by the Turks; you are about to undertake a
war, without knowing the number of your enemies. If you experience
a single defeat, all will combine against you, and you will not be
strong enough to resist. Send then a message to the neighbouring
sheiks to tell them that you are come to destroy the tents of
Melkghem, in order to free them from the yoke of the Osmanlis; and
demand of them to declare themselves. Thus, being aware of your
force, you may compare it with theirs, and act in
consequence.”—“You are truly a man of sage counsel,” said the
Drayhy, delighted with my suggestion. “I am nothing of myself,” I
replied: “it is by the favour of my master, if I know any thing: it is he
who is the man of wisdom and knowledge, and well skilled in affairs:
he alone is capable of giving you advice. You would be enchanted
with him, if you could know him. I am sure that if you had him with
you, and were aided by his sagacity, you would become chief of all
the Bedouins of the desert.” “I will instantly send a hundred
horsemen to bring him,” said the Drayhy, with alacrity. “We are still
too far off,” said I; “the journey would be painful; when we get nearer
to Corietain I will bring him to you.”
I was fearful of some untoward accident to the Sheik Ibrahim; and
wished to be near him, to present him myself. I was so attached to
him, that I could have sacrificed myself a thousand times to do him
service.
But to return to our council of war. The Drayhy gave me a list, to
write to ten of the principal sheiks of the tribes. This was his letter:
“I have left my country to come and deliver you from the tyranny of
Nasser, who wishes to become your master by the power of the
Turks; to change your usages, destroy your manners, and subject
you to the Osmanlis. I have declared war against him; tell me frankly
if you are for him or for me; and let those who will aid me come and
join me.—Health!”
The next day, having despatched ten horsemen with these letters,
we advanced into the extensive and beautiful territory of Chaumerie,
thirty hours from Hama. After a short absence, our messengers
returned. The Emir Douhi, and the Sheik Sellame, answered that
they should preserve a neutrality; Sheik Cassem, the kinsman of
Mehanna, declared for him; the remaining seven tribes came and
encamped around us, their sheiks promising the Drayhy to partake
his dangers for life or for death. However, our spies brought
intelligence that Mehanna in alarm had sent Nasser to Hama to
obtain assistance from the Turks. The Drayhy immediately
assembled his army, eight thousand strong, six thousand horse, and
a thousand deloulmardoufs,—that is to say, a thousand camels,
each carrying two men armed with matchlocks,—and began to
march on the fourth day; leaving orders for the rest of the tribe to
follow the second day after, in order the more to stimulate the
courage of his warriors in the battle, by the vicinity of their wives and
children. I remained with the latter, and we went to encamp at El
Jamié, one hour from the tribe El Hassnnée, and two days from
Hama. On the fifth day, the Drayhy announced to us a brilliant
victory; and shortly afterwards arrived the camels, sheep, horses and
arms, taken from the enemy. The men, who had been obliged to
remain at the tents in charge of the baggage, went out to meet the
conquerors, and demand their share of the spoil, to which they are
entitled; and the army soon appeared in triumph.
The Drayhy had taken Mehanna rather by surprise, during the
absence of Nasser; but the tribe of Hassnnée having shouted their
war-cry, the combatants proved nearly equal in numbers; the battle
lasted till night. Our warriors lost twenty-two men; but they killed
twice as many of the enemy, and took possession of their flocks.
Zaher also took the mare of Fares, the son of Mehanna, which
amongst the Bedouins is reckoned a glorious exploit.

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Essential Mathematics for the

Australian Curriculum 10 10A Third

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1 Linear relations 2 Number and Algebra

1A Review of algebra CONSOLIDATING 4

2 Geometry100 Measurement and

3 Indices and surds 188 Number and Algebra

3A Irrational numbers including surds 10A 190

4 Trigonometry272 Measurement and

Problems and challenges347

5 Quadratic expressions and equations 356 Number and Algebra

5A Expanding expressions CONSOLIDATING358

Semester review 1 418

6 Measurement428 Measurement and

7 Parabolas and other graphs 506 Number and Algebra

7A Exploring parabolas 508 Patterns and algebra

8 Probability592 Statistics and

9 Statistics654 Statistics and

9G Bivariate data and scatter plots 700

10 Logarithms and polynomials 736 Number and Algebra

10A Introducing logarithms 10A738

Semester review 2 794

About the authors

Now you try

Building understanding and changes to the exercise structure

Learning intentions and Success criteria checklist

Modelling and more extended-response

Workspaces and self-assessment

Guide to the working programs

Gradients within exercises and proficiency strands

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PRINT TEXTBOOK FEATURES

698 Chapter 9 Statistics 9F Time-series data 699

9F Time-series data KEY IDEAS

10 Working programs: differentiated question sets for Population

a Plot the time-series graph.

b Describe the general trend in the data over the 11 years.

three ability levels in exercises

Example 9 2 A company’s share price over 12 months is recorded in this table. 10

relevant worked example – the first question is always

linked to the first worked example in a lesson

12 Non-CAS TI and Casio calculator activities

added for Years 9 (online) and 10 & 10A (print) 700

15 Problems and challenges: in each chapter provide practice

16 Success criteria checklist: a checklist of the learning

Salaries and payrise

Salary ($) Number of employees

17 Chapter reviews: with short-answer, multiple-choice and

10A (at Year 10) are clearly signposted

18 Solving unfamiliar problems poster: at the back of the

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DOWNLOADABLE PDF TEXTBOOK

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ONLINE TEACHING SUITE

1 Linear relations 2 Number and Algebra

1A Review of algebra CONSOLIDATING 4

2 Geometry100 Measurement and

3 Indices and surds 188 Number and Algebra

3A Irrational numbers including surds 10A 190

4 Trigonometry272 Measurement and

Problems and challenges347

5 Quadratic expressions and equations 356 Number and Algebra

5A Expanding expressions CONSOLIDATING358

Semester review 1 418

6 Measurement428 Measurement and

7 Parabolas and other graphs 506 Number and Algebra

7A Exploring parabolas 508 Patterns and algebra

8 Probability592 Statistics and

9 Statistics654 Statistics and

9G Bivariate data and scatter plots 700

10 Logarithms and polynomials 736 Number and Algebra

10A Introducing logarithms 10A738

Semester review 2 794